Social Studies TWS Example Learning Context...Rudolf Dreikurs. The rules are as follows: 1) Respect Others, 2) Respect Yourself, 3) Respect Time, and 4) Respect Property. Although

Social Studies TWS Example

Learning Context

School Community Characteristics Maryville High School (MHS) is located in the town of Maryville, Missouri, which is situated in Nodaway County Missouri. The population of Maryville, according to the 2010

Census, is 11, 972; comprised of 92.3 percent White citizens, 3.08 percent Black, 2.7 percent

Asian, 1.6 percent Hispanic, and .27 percent Native American. The average household income of

Maryville’s citizens is $31, 215, which indicates that the socioeconomic background of most

students is White, middle class. Also located in Maryville is Northwest Missouri State

University. The relative closeness of these two institutions provides for a symbiotic relationship,

not just with each other, but also with the community. Looking at the name (Maryville R-II), it is

easy to tell the district has been reorganized twice since the school opened. The assessed

valuation of the Maryville school district is $190, 327, 055. The total number of students in the

high school building alone is 473. Of those 473, approximately 22.4% (or 102 students) of the

total students are recipients of free/reduced lunch. This is an important statistic because it helps

current and future teachers determine how many of their students are living at or below the

poverty level in their building. The student to staff ratio is a healthy and manageable eighteen

students to every classroom teacher. This is also an important statistic because the student/staff

ratio determines the type of instruction the teacher will give. With smaller classes, the teacher is

able to get to know his/her students better and have more one-on-one instruction. The average

composite ACT score is 22.8, and the annual graduation has hovered around 92% over the last

five years. All of this data is a great tool to help me get a grasp of the school and community I

am entering. *****All data was taken from www.dese.mo.gov

Classroom characteristics After spending some time observing the classroom environment at Maryville High

School, it is clear that the classrooms are up-to-date with technology and other useful resources.

My particular classroom has adequate space and the ability to hold approximately thirty students.

This particular classroom is aesthetically pleasing and well organized. Big windows in the back

of the classroom and smaller windows on the interior walls let natural light in, creating a

comfortable environment for students to learn. In regards to technology, this classroom is

equipped with a mounted, overhead projector, a smart board, one laptop (for teacher use), and

moderate whiteboard space. Also at my disposal is a computer lab on the first floor for student

use. In addition to modern technology, this particular classroom also has available big pieces of

poster board and coloring utensils, which students could use on different types of poster projects.

The desks in my classroom are arranged in a traditional rank and file seating format, effective for

the content area (Social Studies) being taught. Even so, there are many situations where my

cooperating teacher and I have students move their desks into different groups or pods in order to

collaborate. The rules in this particular classroom, developed by my cooperating teacher, are

based on classroom management philosophies developed by Haim Ginott, Jacob Kounin, and

Rudolf Dreikurs. The rules are as follows: 1) Respect Others, 2) Respect Yourself, 3) Respect

Time, and 4) Respect Property. Although there are only four rules, each covers a broad range of

potential infractions. These factors are important because they help provide a safe, secure, and

positive environment for students to learn in, as well as an effective and fun environment. In

terms of scheduling, the high school runs on a seven-hour schedule with a special hour

(Spoofhound hour) over the lunch period. This type of format allows for seven, fifty- minute

class periods, and adequate transition times.

Student Characteristics The number of students in the classes I will be teaching range from fifteen to twenty-five,

of which the majority will be White. Those that are not White are Asian, Black, Hispanic, or

Indian. As stated earlier, the socioeconomic background of most students in the classroom will

be White, middle class, whose primary language is English. In the first two hours of the day I

will be teaching a mixed-gendered class of juniors, whose ages range between sixteen and

seventeen. During hours five, six and seven I will be teaching mixed-gendered classes of

freshmen, whose ages range between fourteen and fifteen. These characteristics will impact the

way I teach because each grade level with have varying levels of prior knowledge and different

ranges of abilities. In addition, each of my students will learn best from various types of

instruction, which indicates my need to use numerous teaching styles.

****Parts of this Learning Context were taken from a discussion between my cooperating teacher (Mr. Moree) and I

Element II Learning Objectives

Learning Objective National, State, or Local Standards

List of Appropriate Instructional Strategy

List of Appropriate Technology to

Improve Teaching 1) Define the meaning of the term “preamble” and explain the goals set forth in the United States Constitution with 80% accuracy.

SS: 1. Principles expressed in

the documents shaping constitutional democracy in the United States.

2. Continuity and change in the history of Missouri, the United States and the world.

3. Principles and processes of governance systems.

6. Relationships of the individual and groups to institutions and cultural traditions.

• Direct Instruction • Aims, Goal,

Objectives (AGO) • Carousel

• Evernote • Projector

2) Identify the seven articles of the Constitution and assess their functionality with 80% accuracy.






• 10+2 • Flow Chart

• Evernote • Projector • Document Camera

3) Summarize the six principles found in the Constitution, and explain their importance in the United States government with 80% accuracy.





• Expert Groups • Co-op, Learn,

Share (CLS) • Coaching Model

• Evernote • Projector • Textbook


4) Discuss the expressed power given to Congress in Article I and explain the changes that have occurred from then to now with 80% accuracy.






• Direct Instruction • Facilitative

Questioning


5) Evaluate the evolution of the Executive branch and its duties with 80% accuracy.






• 5+1 • Facilitative

Questioning • Think-Aloud


6) Analyze the growth of the Judicial branch and describe any conflicts between Congress and the Supreme Court with 80%.






• Facilitative Questioning

• Worksheet

• Evernote • Projector • Document Camera

7) Describe the process for amending the Constitution with 80% accuracy.






• Vocabulary Roadmap

• Think-Pair-Share • Direct Instruction

(facilitative questioning)

• Evernote • Projector • Document Camera • Textbook

The instructional strategies used for objective one are direct instruction, aims, goals, objectives (AGO), and carousel. The strategies listed for objective one will be beneficial because it gives me the opportunity to briefly introduce and explain the meaning and importance of the Preamble to the Constitution. Once introduced, students (in groups) will use AGO to analyze the reasons why the Founders chose these specific goals to include in the Preamble. After each goal has been analyzed, students will use the carousel technique to create one goal for the class that relates at least one of the goals listed in the Constitution. The instructional strategies used for objective two are Ten plus Two (10+2) and Flow Chart. The strategies listed for this objective will be beneficial because it enables me to use direct instruction for ten minutes, and then let the students reflect on what they have just learned for two minutes. During the reflection period, students will be asked to write down everything they remember from the ten minutes of teacher input. Once instruction has been given, students will complete a flow chart to help them understand what each article of the Constitution establishes. The flow chart helps students better understand and organize complex information. The instructional strategies used for objective three are expert groups, co-op-learn-share (CLS), and the coaching model. Students will be divided into groups, and given one principle to research. In a sense, each group will become the expert on their particular principle. Students will work together in their groups to learn about their principle then share their information with the class. Throughout this process, I will utilize the coaching model to help students complete their task. The instructional strategies used for objective four are direct instruction with facilitative questioning. Direct instruction will be used because there is a substantial amount of content that needs to be taught in a limited amount of time. To ensure student understanding, I will facilitate questions at various times during instruction. I will also encourage students to raise their hands and ask questions if they do not understand the material, or if I am going too fast for them to comprehend.

The instructional strategies used for objective five are Five plus One (5+1), facilitative questioning, and think-aloud. The Five plus One strategy is similar to the Ten plus Two strategy, only shorter. I will instruct for five minutes, and then students will be asked to reflect on what they have learned for one minute. During instruction I will use questions to check for understanding. After instruction, students will complete a true/false worksheet. When explaining the parameters of the worksheet I will use a think-aloud method to demonstrate the thought processes used to successfully complete the worksheet. The instructional strategies used for objective six are direct instruction with facilitative questioning and a worksheet. Again, time restraints demand that a vast amount of material be covered in a short time frame. Throughout instruction I will use questions to check for understanding of the material. Once instruction has been given, students will complete the “Three Branches of Government” worksheet. This worksheet is intended to be a review for all the material students have learned about the structure of the United States government. The instructional strategies used for objective seven are a vocabulary roadmap, think-pair-share, and direct instruction with facilitative questioning. Students, in pairs, will first complete a vocabulary roadmap over the term “amendment,” using the think-pair-share strategy. Once they have finished, the students will share their thoughts with the class. After the activity has been completed, I will use direct instruction, paired with facilitative questioning, to explain the process for amending the Constitution. Each of these objectives requires the use of technology. As noted, each objective will utilize Evernote and a projector. Teacher notes are recorded on Evernote, and then projected onto the white board for the class to see. Some objectives also require the use of a document camera. This technology enables me to demonstrate to students how to fill out different worksheets. Finally, textbooks will be needed as a reference material in situations where direct instruction has not been given.

Element III: Assessment Plan

Pre-Test Over Unit Objective Assessment

Methods Standard of

Performance/Expectation Assessment Rationale

Adaptations

Learning Objective #1: Students will: Define the meaning of the term “preamble” and explain the goals set forth in the United States Constitution with 80% accuracy.

Formative During Instruction: Constructive questioning – Students will be given the following questions to think about and answer while reading the Preamble. 1) What goals does the Preamble state? 2) What is the meaning of each goal? 3) Why did the Founding Fathers establish such goals? After Instruction: Preamble Worksheet – Students will work in groups to identify one goal set forth in the Constitution

SS: 1. Principles

expressed in the documents shaping constitutional democracy in the United States.




During Instruction: Constructive questions will be used to keep students on task and thinking critically about each of the goals set forth in the Constitution. These questions are designed to help students engage in a discovery-based learning environment. After Instruction: The Preamble worksheet is designed to help students think critically

Student A will be allowed access to a resource room, where he/she will be given more time to complete the activity. Student B will be placed accordingly based on group dynamics.

and then create their own goal based on their chosen item. Group goals must relate back to Constitution goals.

about the goals set forth in the Preamble and how each affects their lives. As students are asked to make their own goal based on a goal from the Preamble, they will have to understand what the goal is and how it can be applied to their lives. This is a great teamwork exercise that involves creativity and critical thinking.

Learning Objective #2: Students will: Identify the seven articles of the Constitution and assess their functionality with 80% accuracy.

Formative After Instruction: Seven Articles Flow Chart Activity – Students will complete a flow chart over the Seven Articles of the Constitution and their purposes.

SS: 1. Principles





The Seven Articles flow chart is designed to help students organized a series of items. The flow chart will also serve as a study reference for the unit test and end of course exam.

Student A will be allowed extra time and access to a resource room to complete the assignment. Student B will be given an “information bank” to use in completing the flow chart.

Learning Objective #3: Students will: Summarize the six principles found in the Constitution, and explain their importance in the United States government with 80% accuracy.

Formative After Instruction: Check for Comprehension – Using the following questions. 1) What is popular sovereignty? 2) Why did the Founding Fathers believe popular sovereignty was important? 3) What is unique about the term federalism in terms of government? 4) Describe how the federal government separates its powers. 5) What are checks and balances? 6) What is significant about the idea of limited government?

SS: 1. Principles





The six principles in the Constitution are based on relatively complex ideas. The provided questions will help reinforce student understanding and check for lack of comprehension.

Learning Objective #4: Students

Formative After Instruction:

SS: 1. Principles

expressed in the documents shaping constitutional

will: Discuss the expressed power given to Congress in Article I and explain the changes that have occurred from then to now with 80% accuracy.

Relating Relevance – At the end of the instructional process, I will lead a class discussion based on the following question: “Why are the enumerated powers granted to Congress in the Constitution important in today’s world?”

democracy in the United States.




A teacher-led class discussion should help students to interact with one another. Students will practice verbalizing their thoughts to their peers. The discussion will also require students to relate the information provided during instruction to modern-day concepts.

Learning Objective #5: Students will: Evaluate the evolution of the Executive branch and its duties with 80% accuracy.

Formative After Instruction: True/False Activity – Students will complete a true/false activity over the role of the Executive branch in the U.S. Government. False statements will be corrected.

SS: 1. Principles





The true/false activity will require students to think critically about a set of information. It is important for students to understand that not everything they read is true. Therefore, they must use prior and learned knowledge to decipher the truth of a statement.

Student A will be allowed more time and access to a resource room to complete the activity. Student B will be given a list of statements that he/she can use to fix false problems.

Learning Objective #6: Students

Formative Three Branches of Government Worksheet –

SS: 1. Principles

expressed in the documents shaping constitutional

This worksheet will reinforce the content learned in objective six, as

will: Analyze the growth of the Judicial branch and describe any conflicts between Congress and the Supreme Court 80% accuracy.

Students will complete a worksheet over the role each branch of government plays in America.

democracy in the United States.




well as objectives four and five. Once graded, it will serve as a study reference for the unit exam and end of course exam.

Learning Objective #7: Students will: Describe the process for amending the Constitution with 80% accuracy.

Formative Vocabulary Roadmap – Students will complete a vocabulary roadmap over the term “Amendment.”

SS: 1. Principles





The purpose of the vocabulary roadmap is to enhance the students’ knowledge of content specific language. The map is designed to help students define the term and find three words that are similar in meaning. At the end of the activity, students should have a better understanding of how this term is used in government.

Student A will be given more time and access to a resource room. Student B will be given the opportunity to complete the activity orally, while a scribe records his/her answers.

Unit Test - Summative

Each of the formative assessments listed above will help me gauge student understanding of the material as the unit progresses. Based on student response I will be able make the correct adjustments to ensure students’ success. These assessments will also serve as practice activities

and study materials for an end of unit test. With the Preamble activity and the vocabulary roadmap, students will be actively involved in the assessment process. These discovery based learning strategies provide for excellent formative assessments. In order to succeed, students will be force to take ownership in the work, thus increasing motivation. This type of assessment hinges on teacher support throughout the activities and feedback once completed. The facilitative questioning techniques used are also important formative assessments which will be used to measure knowledge of the material. These questions will involve recalling information, comparing and contrasting different concepts, and thinking critically about issues found in government. For closure, I will employ an “end slip” technique at the end of class (such as thumbs up/thumbs down) to check the students’ understanding of the day’s lesson.

Class: American Government Time: 50 minutes Unit: 1, Chapter 3, Lesson 1 Teacher: Objective: Students will define the meaning of the term “preamble,” and explain the goals set forth in the United States Constitution with 80% accuracy. Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of 4. Principles expressed in the documents shaping

constitutional democracy in the United States.


6. Principles and processes of governance systems. 6. Relationships of the individual and groups to

institutions and cultural traditions. Before Instruction

Dog Log: Daily Bell Work Daily Roadmap Anticipatory Set: (10 min.) Students will be asked to write down three goals they would like to achieve in their lifetime. Once written, random students will be asked to share those goals with the class. After sharing, I will relate how their goal making process was similar to that of the Founding Fathers, and introduce the concept of a “preamble.” Students will then be broken into groups, at which time they will use a

Accommodations/Modifications

dictionary to search for the technical definition of the term “preamble.” After finding the technical definition, groups will be asked to refine that term’s meaning into their own words.

During Instruction (30 min.) • Defining Preamble, and explaining the goals set

forth in the Constitution: Teacher Input: Using a combination of discovery learning and direct instruction, students will read the preamble of the Constitution, keeping in mind the following questions:

• What goals does the preamble state? • What is the meaning of each goal? • Why did the Founding Fathers establish

such goals?

Guided Practice: Students will work in groups, under the supervision of the teacher, identifying the goals set forth in the Constitution. Once identified, each student will choose a goal and create their own concept based on that goal. Students will then get into NFC/AFC divisional groups and present their individual concepts. Once presented, each division will choose one concept to present to the class. After presenting students will get into NFC/AFC conference groups and repeat the above process until the class has voted on one goal they wish to implement. All goals and concepts must somehow relate back to at least one goal stated in the Preamble. Teacher Modeling: The activity will be modeled by the teacher’s use of a “think aloud,” in which the teacher will use verbalized thoughts. After brainstorming some ideas, the teacher will show the students a final product of what was explained during the “think aloud.”

Check for Understanding:

Ask students if they understand the parameters of the activity, and if they have any questions as

Student A will be allowed access to a resource room, where he/she will be given more time to complete the activity. Student B will be placed accordingly based on group dynamics.

to how to conduct the preamble analysis.

Closure (10 min.) After all students have completed the exercise, the class will be brought together as a whole and asked to write the preamble in their own words.

Class: American Government Time: 50 minutes Unit: 1, Chapter 3, Lesson 2 Teacher: Objective: Students will: Identify the seven articles of the Constitution and assess their functionality. [1, 2, 3, 6] Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of 7. Principles expressed in the documents shaping





Dog Log Daily Roadmap

During Instruction • Articles of the Constitution (30 min.)

Teacher Input: Direct instruction identifying the seven articles and their functions. Questions will be asked during the instruction process to check for comprehension.


A 10+2 activity will be used to reinforce instruction (10 minutes of continuous instruction, 2 minutes of written reflection on what students remember from the lesson).

Teacher Modeling: After teacher input, a flow chart activity will be assigned. Before students begin the activity I will model how to complete the chart.


Ask students if they understand the parameters of the activity, and if they have any questions as to how to complete the chart.

Guided Practice:

Students will work in pairs, under teacher supervision, completing the web flow chart.

Closure (10 min.) Review any misconceptions. When the bell rings, students will answer one question about the seven articles correctly before they can leave the classroom.

Student A will be allowed extra time and access to a resource room to complete the assignment. Student B will be given an “information bank” to use in completing the flow chart.

Class: American Government Time: 50 minutes Unit: 1, Chapter 3, Lesson 3 Teacher: Objective: Students will: Summarize the six principles found in the Constitution and explain their importance in the United States government. [1, 2, 3, 6] Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of 10. Principles expressed in the documents shaping






During Instruction • Principles found the Constitution (25 min.)

Teacher Input: Briefly introduce the six principles found in the Constitution. Give instructions on how students will use “expert groups” to teach each other what each principle means and why it is important in government.


Teacher Modeling: Model how to use apply knowledge of definition to a concept in the Constitution (Separation of Powers example).

Guided Practice:

Students will work be divided into groups to complete the “Six Big Ideas in the Constitution” handout. The students will take what they have learned about each principle and identify an example of that principle as it appears in the Constitution. Students will be required to note the article number, section number, and clause number. Once recorded, students will paraphrase the meaning of each example into their own words. Once the activity is completed the students will share their findings with the class.

Follow-up/Closure (25 min.)

Check for understanding with the following questions:

1) What is popular sovereignty? 2) Why did the Founding Fathers believe popular sovereignty was important? 3) What is unique about the term federalism in terms of government? 4) Describe how the federal government separates its powers. 5) What are checks and balances? 6) What is significant about the idea of limited government?

After all students have completed sharing, I will do a quick review to make sure students understand the basic importance of each principle. I will also use this time to explain why these principles are relevant in the students’ lives.

Class: American Government Time: 50 minutes Unit: 1, Chapter 3, Lesson 4 Teacher: Objective: Students will: Discuss the expressed powers given to Congress in Article I and explain the changes that have occurred from then to now. [1, 2, 3, 6] Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of 13. Principles expressed in the documents shaping







Teacher Input: Direct Instruction over the enumerated powers given to Congress and the changes that have occurred in Congress from the time of its conception to today.


Questions will be used throughout the instruction process to check for understanding.

Check for Understanding: Ask students if they understand the powers granted to Congress under Article I through the use of comprehension questions.

Guided Practice:

Students will practice good note taking techniques while instruction is being given. There will be no activity because of time constraints.

Closure (10 min.) Why are these enumerated powers important in today’s world?

Class: American Government Time: 50 minutes Unit: 1, Chapter 3, Lesson 5 Teacher: Objective: Students will: Evaluate the evolution of the Executive branch and its duties. [1, 2, 3, 6] Standards: Show Me Standards: In Social Studies, students in Missouri public schools will acquire a solid foundation which includes knowledge of 16. Principles expressed in the documents shaping







Teacher Input: Direct Instruction over the Executive branch, including: the President’s role, the Founders reasoning for a strong Executive, the President’s powers, and how the Presidency has changed over time.

Questions will be asked during instruction to check for understanding. Students will complete two 5+1 activities (5 minutes of instruction, 1 minute of written reflection) throughout the instruction process.

Teacher Modeling: Introduce a True/False activity covering the topic discussed in class. In this case, the activity will be over the role of the Executive branch in the U.S. Government. Students will complete the assignment by determining which statements are true and which are false. In the event of a false statement, students will be asked to correct the statement to make it true. Demonstrate using an example.


Ask students if they understand the parameters of the activity and/or if there are any questions.

Guided Practice:

Students will complete their task under teacher supervision.

Closure (10 min.) Review the True/False activity. Briefly explain why/how the Executive plays an important role in government and peoples’ lives.

Student A will be allowed more time and access to a resource room to complete the activity. Student B will be given a list of statements that he/she can use to fix false problems.

The execuTive Branch and iTs duTies

Name:__________________________

Date:___________________________

Directions: Answer the following questions with either True or False. In the event of a false statement correct the statement to make it true.

____1) The President is the head of the Executive Branch.

__________________________________________________________________

____2) The Constitution grants the President specific powers that are not open to interpretation.

__________________________________________________________________

____3) In terms of checks and balances, the President is often seen as a “wild card.”

__________________________________________________________________

____4) The Executive keeps the Judicial branch in check.

__________________________________________________________________

____5) The Executive branch is not responsible for enforcing and carrying out the Laws.

__________________________________________________________________

____6) The President does not have the ability to call a special session of Congress.

__________________________________________________________________

____7) The President is only able to make treaties with the advice and consent of the Senate.

__________________________________________________________________

____8) Pardoning people convicted of federal crimes is one specific power the President has.

__________________________________________________________________

____9) The President’s Cabinet is not part of the Executive branch.

__________________________________________________________________

____10) The President delivers a State of the Union message to Congress once every four years.

__________________________________________________________________

PREAMBLE CONSTITUTION PROJECT OR

IGIN

AL IDENTIFY ALL KEY COMPONENTS TO THE U.S. PREAMBLE.

Explanation:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STUD

ENT

CREATE AN ARTICLE THAT APPLIES THE CONCEPTS FOUND IN THE CONSTITUTION TO CLASS

Explanation:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

GROU

P

COLLABORATE WITH MEMBERS TO CREATE AN ORIGINAL CONCEPT TO PRESENT

Explanation:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CLAS

S CRITIQUE ALL GROUP CONCEPTS THEN CREATE A CLASS CONCEPT TO BE VOTED ON

Answer the following questions:

1. What purpose do the seven articles serve in the U.S. Constitution?

2. What is the supremacy clause?

3. Article IV addresses the relationship between states and the national government. What three items does it specifically mention?

4. Give TWO examples of how these articles have an impact on your life?

5. Moreeland, a territory of the coast of the United States, would like to apply for statehood. Which article should they refer to in order to find out more about the process for admitting new states?

Article VII

United States Constitution

Article I

Article II

Article III

Article IV

Article V

Article VI

6. Minnesota recently passed a law stating that all high school freshmen must ride their bikes to school. Shortly after, the Federal government passed a law stating that all high school freshmen in the country must walk to school. Which law should the freshmen from Minnesota follow and why?

7. If you wanted to find how treason against the U.S. is defined, which article and section of the Constitution would you refer to?

8. The amendment process can be found in Article V of the Constitution. What does it take for new amendments to be added to the Constitution?

Element V – Instructional Decision Making

The first time I had to use “instructional decision-making” came when I was teaching my

third lesson of my first unit. The objective of the third lesson was to have students summarize

the six principles found in the Constitution and explain their importance in the United States

government. The lesson was formatted to include ten-fifteen minutes of direct instruction and

facilitative questioning. After instruction was given, the students were grouped accordingly and

assigned an activity that required them to analyze the Constitution for examples of each

principle. I provided an example to be sure they understood the parameters of the activity. As

the students began to complete the assignment I noticed that several of the groups were having

trouble identifying examples in the Constitution for each principle. Upon this observation, I

stopped class to explain that this type of exercise was not simply to recall information but rather

to think critically about the newly learned concepts and how they can be applied in a real-world

situation. I then proceeded to use a “think-aloud” to demonstrate how one should think

critically. For example, one of the principles is “checks and balances.” Out loud I began to

think, “Where could I find something about checks and balances?” I answered my own question

with, “Article I, because it talks about the legislative branch, and how the legislative branch

passes laws.” I flipped the pocket Constitution to Article I and began to skim the text for an

example. I found that example in Article I, Section 7, which I stated out loud, “Every Bill which

shall have passed the House of Representatives and the Senate, shall, before it become a Law, be

presented to the President of the United States; If he approve he shall sign it, but if not he shall

return it, with his Objections to that House in which it shall have originated, who shall enter the

Objections at large on their Journal, and proceed to reconsider it.” In my own words I then

explained what this meant. As I began to break down the information, I started to see the light

bulbs go on, and when I finished my explanation the students responded with, “Oh! We get it

now.” This particular moment taught me that it is not all always about the end product, but

rather the process one takes to get there.

The second instance where I used instructional decision making came as a result of poor

test grades. After taking the unit two test, my cooperating teacher and I noticed that a majority

of the students had not done well on the test. As we continued to look at the scores, we decided

that something more had to be done to ensure comprehension of the material. Since we had co-

taught the unit, we finally decided to let them take the test two more times. This time, however,

we used the first ten minutes of class as a study period. Prior to letting them study, he and I both

demonstrated and explained proper study techniques. Furthermore, we let students quiz each

other over the information that was on the test. The test retake was formatted in such a way that

students could gain half the points they got correct on the retake and add them to their previous

score. For example, if student A got 60 out of 100 correct on the first test and 80 out of 100

correct on the second test, we averaged the two scores to find the new score. In this case, the

student’s new score would have been 70 out of 100. We did this again after the third retake, and

again to the average of all the scores to find the students’ new scores. After the retakes, nearly

every student raised their score at least a half letter grade. I contribute this success to our efforts

to teach better study habits and techniques.

60% 57%

86% 93%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Objective 2 Objective 3

Whole Class Comparison for Objectives 2 and 3

Pre-Assessment Mean

Post-Assessment Mean

Element VI – Analysis of Student Learning To complete this element of the Teacher Work Sample, I decided to analyze objectives

two and three from unit three of my American Government class. Objective two states that

students will be able to identify the seven articles of the Constitution and assess their

functionality with 80% accuracy. Objective three states that students will summarize the six

principles found in the Constitution, and explain their importance in the United States

government with 80% accuracy. In order to quantifiably assess the students’ prior knowledge of

the material in these objectives, I issued a pre-assessment for the objectives noted above. These

pre-assessments were relatively short, multiple-choice exercises aimed at gauging what the

students already knew about the topic to be covered. The average results of the pre-assessments

for all twenty-five students are illustrated below.

The above chart shows a comparison of the mean pre-assessment scores and the post-

assessment scores for objectives two and three. The data from this chart shows that in each pre-

assessment the students knew slightly more than half of the information. Given this fact, I can

assume several things. First, the students could have been exposed to some the information

covered in objectives two and three in a previous grade. Second, the students could have gained

some understanding of the information by reading material concerning American government.

61%

86%

59%

87%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Pre-Assessment Post-Assessment

Objective 2 Gender Comparison of Pre/Post Assessment

Female

Male

Third, the students could have learned some of the concepts by watching American news outlets

and searching the internet. Finally, the least probable assumption is that some students guessed

correctly approximately on fifty percent of the questions.

The post-assessment data from the chart above shows that the students were successful in

meeting the quantitative criteria listed in each objective. Each objective required the students to

master at least eighty percent of the knowledge presented. The eighty percent mark was

established after a discussion with my cooperating teacher. After going through the instructional

process for each objective, it is evident that the students mastered enough of the material to

surpass the eighty percent goal. The students’ success can be attributed to the types of

instruction used and the formative assessments given throughout the learning process. With each

objective, instruction was given and the students completed a follow-up activity. These follow-

up activities were geared toward making students use various skills to express their knowledge of

the material. The combination of teacher-direct instruction and student centered learning

ultimately helped the students in this class reach the objectives.

In addition to analyzing the differences between the whole class pre- and post-assessment

scores, I decided to analyze a sub-group. The subgroup I chose to compare is based on gender,

because males and females often have totally different high school experiences that could affect

the learning process. My findings, however, reveal little difference when it comes to learning and

mastering new concepts between genders. In each objective, the average pre- and post-

assessment scores of each

gender were relatively

close. The greatest

difference in scores was

highlighted in the

objective three pre-

assessment. This

difference could be

attributed to the same

factors as listed in

56%

94%

59%

93%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

Pre-Test Post-Test

Objective 3 Gender Comparison of Pre/Post Assessment

Female

Male

paragraph two.

In each post-

assessment, the average

score differed between

males and females by one

percent. During the

learning process each

gender received the same

types of instruction, and

based on these results,

each responded similarly

on the post-assessment.

The students clearly learned the material, as there was a vast improvement in post-assessment

scores. Despite these findings, one should be relatively careful not to draw any major

conclusions from this small sample of students.

The evidence in these charts shows definite improvement from pre-assessment scores to

post-assessment scores, which is ultimately the goal of teachers all across the nation. This trend

of improvement could be unique to this section of students, but based on these findings, I am

going to continue to use the teaching strategies I am currently employing for this class because

they seems to be working.

Element 7 – Reflection

Part 1 Throughout the student teaching experience I have had the opportunity to witness several

different types of classroom management plans. The more I observed other teachers teach, I

realized that each of them employed similar techniques when managing their classroom. Each of

teachers I watched had one thing in common; they were more proactive than reactive when it

came to managing their classroom. For instance, each teacher stressed the importance of

building quality relationships with the students. All of them believed that this was important

because the students tend to work harder and be better behaved for teachers they respect. Apart

from relationships, each teacher also used proximity to prevent problems before they occurred.

To minimize the possibly of misbehavior, each teacher either used assigned seating charts to split

up students or moved around the classroom to let their presence be known. The more I watched,

the more it became clear to me that I needed to incorporate these techniques into my classroom

management style.

When I began to take over classes for my cooperating teacher I began implementing my

own classroom management plan. Unlike the teachers I observed, I made it a point to greet my

students at the door before each hour. The more I did this the better I got at judging how the

students’ day was going. The greeting served as a way for me to gauge the overall attitude of

each class. I also made it a point to incorporate the things I had observed from the other teachers

into my management plan because they seemed to be highly effective. Using the proactive

approach was extremely beneficial. For instance, on one occasion a student was talking while I

was instructing, but instead of making a big deal out the situation, I moved closer to where the

student sat and the problem went away before it could get out of control. That was a huge

success for me, so I continued to implement that strategy.

As the semester went on I learned that teachers cannot effectively run their classrooms on

threats and threats alone. Students who misbehave might be intimidated by the first threat of

consequence, but if there is no follow-through, they will continue to misbehave over and over

again. Given this fact, I believe that it is important to establish authority early on in the

semester. Establishing authority does not mean being a hostile teacher, but rather letting students

know that they will suffer a consequence for persistent misbehavior. I had an instance where I

warned a few students once not to draw on their desks, but they continued to do it. After their

first warning the problem continued, so the next time I saw writing on the desks I gave each of

the students a detention. In the detention the students cleaned all of the desks in the room, and

afterwards we discussed how school property should be respected. After this instance, the

problem ceased, and the other students in the class realized that misbehavior would lead to

consequences.

Part 2

Maryville High School (MHS) is a Professional Learning Community (PLC), and the

district administration stresses the importance of collaborative activities in the classroom. I have

always liked the idea of collaboration between students because it teaches them how to interact

in an intellectual way. These types of group activities also provide students the opportunity to

work together as a team, and teamwork is something they will have to master to survive in

society today. The world operates through millions of personal interactions, and students today

need to develop the ability to work with various groups to complete a common task. At the

beginning of my student teaching experience I would let students form their own groups, but as

time went on I realized that the same students were working with each other over and over again.

Because students need to develop the ability to work with people they may not know or be

comfortable with, I began to assign the groups myself. I put an emphasis on having my students

work with students they normally do not work with. In the future I plan to mix group work up so

that students have the opportunity to work with everyone in the class.

Part 3

During my student teaching experience, I have been able to identify several strengths and

weaknesses that can be used to help me improve as a teacher. My strengths include knowledge

of my content area, classroom management, and organizational skills. My weaknesses include

occasionally having trouble communicating my thoughts and ideas to students and developing

quality relationships with students. I feel that my knowledge of my content area is sufficient for

the grade level I am teaching. There is definitely room for improvement, but at this stage in my

career it is quite good. I also feel that classroom management is also one of strengths. In my

time teaching I have not had any major instances of misbehavior. Finally, my obsession for

being organized has been quite beneficial because I know what I am doing days in advance and

have activities planned out for every lesson. I believe that being an organized teacher is one way

to help reduce stress, in what can be a relatively stressful occupation.

In terms of weaknesses, I feel that there are times where I am not able to clearly

communicate my thoughts effectively to my students. There were times I used big words to

describe things in class and my students just looked at me. I could tell they did not understand

what I had just said, so I had to find a different way to describe the things I was talking about. I

sometimes forget that my students are being exposed to the some of the material for the very first

time and may not know the subject vocabulary or terminology. This is not a major problem, but

it is definitely one I will continue to work on in the future to make myself a better teacher. I feel

that I have good relationships with most of my students, but I want to have even better ones.

When I have a job and my own classroom I want to get to know each one of my students

individually. I also want to do a better job of attending extra-curricular activities. I feel that

supporting my students in activities outside the classroom will further the development of quality

relationships.

In the end, the student teaching experience for me has been wonderful. I have been

overwhelmed with support from my cooperating teacher, other teachers in the building, the MHS

administrations, and my college supervisors. I have learned so much about myself and about

what it takes to be an effective teacher. I look forward to the job search and interview process

and hope to get a job where I can continue to build on the foundations I have laid in the last

semester.

Documents

Social Studies TWS Example Learning Context...Rudolf Dreikurs. The rules are as follows: 1) Respect Others, 2) Respect Yourself, 3) Respect Time, and 4) Respect Property. Although